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Showing 2 results for metacognitive strategies

Mitra Ansari, Freidoon Vahdany, Narjes Banou Sabouri,
Volume 4, Number 1 (8-2016)
Abstract

This research study aimed at examining the use of vocabulary learning strategies of Iranian male and female intermediate EFL learners and the relationship between gender and the use of these strategies at Shokouh Language Institue in Iran. 80 EFL learners who were at intermediate level participated in this study. This study used Kudo’s (1999) classification of vocabulary learning strategies including metacognitive and psycholinguistic strategies. Kudo’s (1999) likert-scale questionnaire has been used in this study. In order to analyze data and answer research questions, descriptive and inferential statistics via SPSS (21) used. The finding of the study revealed that the most frequently-used VLS by female group was “Use loan words” and by male group was “ Using a bilingual dictionary”. Both of these strategies were psycholinguistic strategy. The frequency mean for the psycholinguistic strategy use, metacognitive strategies as well as the overall frequency mean was slightly higher for the female learners. However there was no significant difference between Iranian male and female intermediate EFL learners in terms of the use of vocabulary learning strategies.


Davood Mashhadi Heidar, Majid Sadeghzadeh Hemayati,
Volume 5, Number 1 (3-2017)
Abstract

The present study explored the vocabulary learning strategies used by Iranian EFL learners and Marine Engineering (ME) students by using the categorization of vocabulary learning strategies proposed by Schmitt (1997). A vocabulary learning strategies questionnaire was administered to 30 EFL learners and 43 ME students. Then, the strategies used by each group were determined and the two groups were compared with each other. It was found that both groups used determination strategies more frequently than social strategies for discovering a new word’s meaning. The most frequently used discovery strategy by both groups was found to be “bilingual dictionary”. The second and third most frequently used strategy for discovery by EFL learners and ME students was found to be “monolingual dictionary” and “guess from textual context”, respectively. It was also revealed that EFL learners used memory strategies more frequently than other strategies for consolidating the meaning of new words and ME students used cognitive strategies the most frequently. Both groups were found to use “verbal repetition” more frequently than all other consolidation strategies. The second most frequently used strategy by EFL learners was “use Englishlanguage media” whilst for ME students they were “written repetition” and “word lists”. The comparison of the strategy use by the participants in the two groups showed no
significant difference.

 



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دانش و پژوهش در آموزش زبان انگلیسی Research in English Language Pedagogy
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